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The National Curriculum

The National Curriculum incorporates:

The curriculum at St. Peter’s is taught through termly topics. In addition, a specific Literacy and Maths lesson is usually taught daily which may be cross-curricular in nature. Work is differentiated to take account of the varying abilities and experiences of the children and different teaching strategies are used. We encourage independence in their learning and responsibility for this.

Further information and/or questions concerning the curriculum can be addressed initially to the class teacher who will be happy to discuss them with you. The Headteacher is also available to discuss any queries that you may have if the class teacher is unable to help.

The Governing Body Complaints Committee deal with issues regarding the curriculum that parents may feel have not been appropriately resolved by the staff or Headteacher. There are further appeal stages to the Local Authority (LA) and finally to the Local Government Ombudsman. Leaflets explaining these procedures can be obtained from the Area Education Office.

You can find our performance data on this page - http://stpetersinfants.co.uk/medway/primary/stpeters/site/pages/forparents/schoolperformanceinfo


At St. Peter’s, English skills are taught, practiced and applied in all aspects of the curriculum. In addition your child usually takes part in one specific English session per day as well as phonics, handwriting and guided reading sessions. We base the teaching of this on the objectives from the National Curriculum. This develops and promotes a range of practical strategies based on whole class and group teaching and is designed to increase children’s success in Reading and Writing. At St. Peter’s, Literacy has a high priority as we believe reading and writing are vital skills.

English Sessions

English sessions are divided into sections with time guidelines for each part. An example of the basic structure of a English session is detailed below:

 Whole  Class     Approx  15 mins  Shared text work focusing on comprehension, composition, grammar, punctuation and exploring and modelling different types of writing.
 Group  Work  Approx  20 mins 1)Independent reading, writing or word work activities.
2)Teacher focus group focusing on guided writing and related tasks.
3)TA support groups working on writing or spelling activities.
4)ICT related 
English activities.
 Whole  Class

 Approx  5 mins

Reviewing and reflecting on what has been taught and learned.

The lesson may also be cross-curricular, i.e. it may incorporate one or more other subject areas, e.g. writing up a science experiment.


Much time is dedicated to reading at St. Peter’s. Reading skills, that include comprehension, are taught daily through shared texts and are reinforced through weekly group Guided Reading sessions and individual reading. Progress is carefully monitored.

A variety of text types are available for use at school and sharing at home. Our home readers and guided reading books are phonic texts which reinforce what they are learning at school and are appropriately challenging for each of the levels.

Phonics (letter sounds and combinations, applied to Reading, Spelling & Writing) are taught daily for 20 minutes at the same time throughout the school. Children work at the specific level they are at which will develop and support their learning.  


The National Curriculum for Maths is used as a basis for daily mathematics lessons. We have a detailed teaching programme for each term which matches the National Curriculum objectives. Each Maths session is divided into sections, an example of which is laid out below:

 Whole class Approx. 10mins Oral and mental maths.
Whole class Approx. 10mins Introduction to main concepts and Learning Objectives.
Group Work Approx. 20mins 1)Independent Number, Measure or Shape activities / investigations.
2)Teacher focus group working on skills and concepts related to the main teaching point.
3)LSA support groups working on related activities.
4)ICT related Maths activities.
Whole class Approx. 5mins Reviewing and reflecting on what has been taught and learned

Children are encouraged to understand the mathematical concepts by using appropriate vocabulary, practical everyday problems to solve in different ways and a variety of recording methods.

Work is differentiated to take account of the children’s ability and mathematical development. We aim to foster a positive attitude to Maths.



Science is classed as a Core Subject in the National Curriculum and is taught through termly topics. Based around practical activities and investigations, at St.Peter’s we aim to encourage inquiring minds, to develop the children’s investigative skills and to use of all their senses to explore their environment and develop curiosity and interest in the world around them.


Computing is a vital tool that our children are going to need to use confidently. Specific skills are taught and applied and Computing is also used to support other curriculum areas. Interactive Whiteboards and computers are based in each classroom and there is use of a mobile IT suite, all of which have Internet access.

In addition, each class has a Listening Centre, DVD player, and digital camera, as well as access to Roamer robots. We aim for our children to be able to use all the IT equipment confidently and purposefully.

E-safety is very important to us. It is incorporated into our curriculum to help raise the children’s awareness of the how to remain safe when on-line. Social networking sites are not accessible at school. Our e-safety policy is available to read on our website. It also provides links regarding e-safety resources for parents / carers to access as we recognise that this is an important home issue too.



History is taught via the topic framework. It gives children an awareness of the differences between past and present, whilst developing time vocabulary and encouraging enquiry and fact-finding skills. Where possible, local features and places of interest are drawn upon to enhance these skills.


GeographyGeography is also taught via the topic framework. It gives children an awareness of the world around them at whilst developing knowledge of similarities and differences, use of Geographical vocabulary and encouraging enquiry skills and knowledge of the local area as well as places further afield. Children are given opportunities to look at their local area, make use of maps and pictures and follow directions.

Design Technology (DT)

 In DT, children develop the skills of design, construction, joining materials and evaluation. Children are encouraged to consider the suitability of different materials and techniques appropriate for their model.


Emphasis in Art is placed on creativity as well as the development of skills, techniques and the ability to talk about and evaluate their work.


Children have opportunities to explore and use artistic materials as well as developing their knowledge of the work of different artists.


Children are taught the skills and techniques required to make music and are given the opportunity to perform and compose using a variety of tuned and un-tuned instruments.

They listen to a variety of music and are given plentiful opportunities to learn and sing songs.

Children in Year 2 take part in the Medway Music Festival, where they have the opportunity to perform along with other local schools.

Religious Education (RE)

RE Our RE lessons are based upon the Medway agreed syllabus which is broadly Christian but contains units on other religions too. Strong links exist with several different religious groups. We have a daily act of worship as required by Law which take different formats including a weekly visitors’ assembly.

Parents have the right to withdraw their child from RE lessons or collective acts of worship if they do not wish them to take part. Should this be the case, please make an appointment with the Headteacher to discuss alternative provision.

Physical Education (PE)

There are three elements to PE: Games, Gymnastics and Dance. Children develop the skills and techniques required in each of these elements at their own pace. In the colder weather, children do PE in the Hall, but during the summer months, they go outside.

PE Kit
Children will need a change of clothes in order to do PE as they can get quite sweaty: a sensible T-shirt and shorts or leggings (in winter months tracksuit bottoms and jumpers may be worn) with bare feet for indoor PE and plimsolls or trainers for outside. There is limited storage space in school so we ask that PE Kits are stored in a drawstring bag which can be purchased from the school office. Please ensure all items are named.


In light of the Health and Safety at Work Act and in line with LEA guidelines, children are not permitted to wear any jewellery whilst participating in PE lessons. 

  • Earrings should be removed by the child or their parent.  They cannot be taped or removed by a school adult. 
  • All other jewellery should be removed.  If jewellery is related to religious beliefs this should be discussed with parents and a risk assessment be carried out. 


If glasses need to be worn at all times they should also be worn in P.E. lessons.  During lessons (particularly gymnastics) a risk assessment can be carried out for particular actions or activities. 


  • Long hair of girls or boys should be tied back for all P.E. lessons. 
  • Hard hair bands should be removed.

Other information

  • If children are suffering from an injury or illness preventing them from working actively in the lesson they should still be included.   This may be in the form of evaluating groups/children working or taking photographs using the digital camera.   
  • Please ensure that your child has appropriate named P.E. kit in school in a named bag each week.  This will be sent home at the end of each term. 
  • If you are planning on getting your child’s ear pierced, please do this at the beginning of the summer holiday so that they can take them out when they return to school. 

If you have concerns or queries about any of this, please contact Mrs Clifford, the Subject Leader for P.E.  We thank you for your cooperation in this matter.

Neither the school nor the LA can be held responsible for the loss or theft of possessions.

Personal, Social & Health Education (PSHE) And Citizenship

At St. Peter’s, a strong emphasis is placed upon PSHE and Citizenship which is embedded into daily life and routines. We encourage our children to take responsibility for themselves, other people and their environment by making right choices. We want the children to become healthy, active, informed and responsible citizens of the future.

Sex Education

Governors at St. Peter’s have considered the question of Sex Education and decided that it will not form part of the curriculum offered at this school. However, if a child asks a question, it will be answered honestly and appropriately for their age and understanding.


At St. Peter’s, a strong emphasis is placed upon PSHE and Citizenship which is embedded into daily life and routines. We encourage our children to take responsibility for themselves, other people and their environment by making right choices. We want the children to become healthy, active, informed and responsible citizens of the future.

Healthy Schools
St Peter’s Infant School is part of the ‘Healthy Schools Project’ and has gained the Eco-Schools Green Flag for the second time. A Working Party consisting of Parents, Governors and staff meet once per Term to discuss various issues related to keeping healthy and safe. All Parents are welcome to join the Working Party and become involved in the projects they coordinate.

Let’s Get Cooking
This is run weekly by a group of volunteer parents. They cook healthy, tasty food with the children in small groups during the school day. All children have access to this and it is enjoyed by all.

Green Team
A group of children from across the school form the Green Team. They meet weekly with a member of staff to discuss, oversee and promote ‘green’ issues to improve our school e.g. turning off lights. In addition, they work with a group of volunteer parents to sow, grow, tend and harvest fruit and vegetables on site.

Sex education
Governors at St. Peter’s have considered the question of Sex Education and decided that it will not form part of the curriculum offered at this school. However, if a child asks a question, it will be answered honestly and appropriately for their age and understanding.

Special Educational Needs and Disabilities (SEND)

Whilst the curriculum offered at St. Peter’s is differentiated to take account of children’s differing abilities and experiences, there are still some children that have Individual Educational Needs in terms of learning, communication difficulties, physical restrictions, emotional needs and/or behaviour issues.

These SEN children are identified according to LA guidelines and in compliance with the Government Code of Practice. We aim to identify these children as early on in their school life as we can in order to give them the appropriate support.

The Inclusions Manager consults with the class teacher on the needs of each SEN child and a Provision Map is written to address these. Provision maps are regularly up-dated and shared with parents.

Should your child need SEN support you will be informed by the school of the type of difficulty your child is having, what level they are on in accordance with the Code of Practice and what support they are receiving.

Once a term the school hosts an In School Review (ISR) which is a forum where professionals from other agencies meet to discuss the progress of specific children and where support and advice can be given. Should your child be up for discussion at an ISR, you will be notified and a copy of the discussion notes and any outcomes will be forwarded to you.

The Inclusion Manager is available to discuss any concerns and worries. Should you need to see her please make an appointment via the school secretary.

There is a Governor with specific responsibility for SEN. The Governing Body are very proactive concerning the needs of our children, funding expenditure on resources and additional hours for support staff as appropriate.

Gifted or Talented

There are some children at St. Peter’s that are identified as being Gifted or Talented in a specific curriculum area. Identified by their class teacher, these children and are provided with learning experiences that enhance and extend their abilities. This is generally done through differentiated work in the classroom although they may be withdrawn to work in a small group if appropriate.


As part of the everyday school routine, there is an ongoing process of teacher assessment throughout the time your children are with us.

In the Summer Term of Year 2, the children have a series of formalised assessments that validate our Teacher Assessments, the results of which are part of your child’s final annual report.  There are also phonic checks for year 1 and some year 2 children which are statatory assessments.

We provide information for parents as their children are coming up for these assessments, which we hope is helpful and informative. A copy of the results from last year's Teacher Assessments can be found at the bottom of this page.

Educational Visits & Visitors

Educational visits are made that support and enhance a topic or theme. Parents are always notified of the nature and cost of the visit and a permission slip needs to be signed before we can take children off the school premises. Risk assessments are always completed prior to any school trip. We make good use of the local area.

Parents are usually asked to make a contribution towards the cost of any trip. Should insufficient contributions be made, a trip may have to be cancelled. In addition it is our policy to try to enhance the curriculum by inviting visitors into school to work with the children, for example authors, musicians, artists and theatre groups.

There may be times when you are asked for a contribution towards these. However we believe that the impact these people have on the learning for the children out ways any costs that may be passed on. Families experiencing financial difficulties should see the Headteacher in confidence.

Working in partnership with parents

At St. Peter’s we aim to establish an effective partnership with you to ensure that your child gets the most out of school. Staff are available most afternoons after school to discuss any immediate questions or worries that you may have and regular Newsletters provide information on issues and forthcoming events.

There are termly parents’ evenings for you to discuss your child’s progress with their teacher as well as Curriculum Information evenings on different subject areas. We usually provide leaflets to accompany these evenings for parents that are unable to attend.

We welcome the offer of voluntary help in school. If you would like to come in and work alongside the children under the direction of the teacher, please let us know via the office.

Blue Contact Books 

Each child has a blue contact book. We ask you to write short comments regarding your child’s progress with the book each time you read together at home. This contact book can also be used for questions you may have if it is difficult for you to get into school to see the teachers. They may write comments when they hear children read individually and will answer any queries that you may have.


Children will bring home books for you to share with them. In addition, a homework timetable is distributed at the beginning of each half term detailing Literacy and Maths ideas of homework to support what is being taught in school each week. There is also a termly topic information sheet along with ideas of related home activities. These tend to be practical although sometimes recording is involved. At present, children bring home weekly spellings and we would appreciate your assistance in helping the children with these. A Homework Policy is available in the school office for your reference.

Curriculum Map KS1

For the academic year of 2015 - 2016 we are using cycle B, therefore cycle A will be used for September 2016 - July 2017